4/28/2016 Universal S trategies for Addressing Challenging - PDF document

4/28/2016 Universal S trategies for Addressing Challenging Behaviors Jackie Joseph, Positive Early Learning Experiences Center Kelley S mit h Bramlage, Pyramid Plus: The CO Cent er for S ocial Emotional Competence and Inclusion University of Colorado Denver Who We Are & How to Contact Us  Jackie Joseph  j aclyn.j oseph@ ucdenver.edu  Kelly S mith-Bramlage  kelley.bramlage@ ucdenver.edu Agenda Quick Introduction / Review of Challenging Behavior • • S trategies and Activities 1. Provide Positive Attention Be Predictable 2. In Daily S chedule 1. Within Routines 2. Teach Behavioral Expectations 3. 4. Give Effective Demands Teach Peer-Related S ocial S kills 5. 1

4/28/2016 What are challenging behaviors? Why do challenging behaviors occur? S trategy #1: Provide Positive Attention 2

4/28/2016 Positive Attention  5:1 ratio of positive attention  Encouraging comments to a child about her behavior  Growth enhancing interactions between caregiver and child  Maximize your time in positive interaction Making Deposits  Maintain a 5:1 (positive to negative)  Be mindful of the Making relationship deposits questions you ask  Use developmental appropriate communication Making relationship withdrawals It All Adds Up Deposits: Withdrawals:  Active Listening (S OUL)  No  PLA Y  Don’ t  One on one time  Stop   Wait Time Demands/ Directions  Mirroring  Asking “ test” questions  Self Talk  Asking unnecessary questions  Parallel Talk  Using a loud voice  Reflection  Intimidation  Expansion  S arcasm  Modeling 9 (INREAL, CU Boulder) 3

4/28/2016 Tips to Increase Deposits  Monitor your own behavior  Move beads on a necklace  Transfer paper clips  Practice  Choose a routine of the day and see how many deposits you can make during that routine. Try to beat your record the next time you do it.  Other ideas? S trategy #2: Be Predictable Predictability  Children need to know: • What am I supposed to do? • How do I know I am making progress? • How will I know when I am done? • What do I do next? 4

4/28/2016 Daily S chedule  A visual that keeps the children informed about what their day will entail  Allows children to predict what is next  Keep things novel – a predictable schedule does not mean doing the S AME thing every day Routines Within Routines Within Routines  Establishing Routines 3  Looking further into schedules is the idea of routines within routines within routines as a planned part of every classroom  There must be a consistent routine schedule within each routine (e.g., center time) of the larger daily routine  Children must have a way to understand the beginning, middle and end of an activity or routine  A course of action, detailed  Promote independence  What signals a child to know that center time has started, what happens in the middle and how does he know it is over?  Followed regularly, sequential, predictable Routines 3 15 (PELE Center, 2015) 5

4/28/2016 Routines Within Routines Within Routines: Activity  Given the worksheet that has been provided, choose an Routine within your day  Choose an activity within that routine  Now choose an activity within the routine and write down the steps of the activity S trategy #3: Teach Behavioral Expectations If Y ou Want It, Teach It , All Day Long S how and Tell Practice Reflect 18 6

4/28/2016 Identifying Teachable Moments (When teaching has an impact!) 19 How to Teach New S kills Direct group instruction 1. Providing natural opportunities to practice the targeted 2. skill Prompting children to use the targeted skill 3. Reinforcing the behavior when it happens 4. 20 Teaching Rules and Expectations ex·pec·ta·tion expecting : to wait in expectation 1. the act or state of looking forward or anticipating 2. general ways you want people to act. They will apply to all children and adults across 3. all settings rule 1. a principle or regulation governing conduct, action, procedure, arrangement, etc. : the rules of chess. Rules : usually refers to standards for activities 2. 3. Rules: will help to clarify expectations for specific settings. They may only apply in certain settings. 21 (dictionary.com) 7

4/28/2016 Expectations/ Rules Matrix Expectations Classroom Clean Up Circle (across program) (rules) (rules) (rules) Be Respectful S oft Touch Clean Y our Raise a Quiet Center Hand Be S afe Walking Feet Put Toys Away Gentle hands a Gently feet Be a Team Player Help a Friend Help a Friend S tay on Y our Clean Pick Up Toys S hape 22 (Adapted from CSEFEL/ TACSEI) General Guidelines about Rules  Have a few simple rules (ideally 3-5)  Post the rules visually  Teach the rules systematically  Remind child(ren) about the posted expectations when a challenging behavior occurs  Reinforce with specific positive feedback at high rates initially and at lower rates throughout the year  Involve the children in developing the rules 23 CSEFEL Preschool Module 1 Rules and Expectations POS IVITE S TATEMENTS NEGATIVE S TATEMENTS  Be kind  Don’ t hit  Be respectful  No swearing  Keep others safe  No biting  Keep yourself safe  Don’ t climb on things   No throwing Keep things safe   No yelling Use listening ears   Use walking feet Don’ t run   Hands and feet to self No kicking 24 8

4/28/2016 S trategy #4: Give Effective Directions H.9.1 Be Careful …  Allow enough time for the child to enj oy activity  Give directions only when necessary  Pick your “ battles” and only give directions when you’ re ready to follow through  Redirect the child to a new activity rather than give a direction  If possible, use a choice, not a demand LEAP Outreach Proj ect, 2003 9

4/28/2016 When Ending a Fun Activity or Beginning a Non-preferred Activity  Wait until the child finishes or has had plenty of time to enj oy the activity before giving a direction  Give the child a warning when you anticipate a difficult direction or transition  Make the direction or the transition from one activity to another more fun  S ing, say rhymes, add movement and gestures  Be animals  Carry, piggy back LEAP Outreach Proj ect, 2003 After a Directive is Given …  If a direction is followed, praise it!  If the child does not follow the direction …  Do not repeat the direction  Physically guide the child to complete the direction (use the prompting hierarchy)  Gently take the child’s hand and guide him/ her to complete the action you have told him/ her to do LEAP Outreach Proj ect, 2003 Directives Activity  What is an example of an activity or time of the day when it is difficult for children to follow directions?  Why is this activity or time of the day difficult?  For the activity or time period you chose:  How would you use one or more of the strategies we have talked about to make following a direction less difficult for children?  How could you use one or more of the strategies we talked about to reduce the number of directions you give during this activity? LEAP Outreach Proj ect, 2003 10

4/28/2016 S trategy #5: Teach Peer-Related S ocial S kills S electing S kills to Teach: S pecific S ocial S kill Behaviors that Lead to Friendships  Play Organizers  S hares  Assists  Affection S train & Bovey (2015) How to Teach Social Skills  Direct group instruction  Provide opportunities to practice the skill(s)  Natural and planned  Prompt children to use the skill  Reinforce the behavior when it happens LEAP Outreach Proj ect, 2003 11

4/28/2016 Group Instruction of S ocial S kills Explain the skill and rationale 1. Tell why the skill is important. • Have a visual that demonstrates and labels the skill 2. 3. Demonstrate the right way • Model how the skill is supposed to look Practice the skill 4. • Teacher and child, peer to peer Demonstrate the wrong way 5. Let children tell you what you did wrong and what you are • supposed to do 6. Review the skill and the right way S et up opportunities for children to practice LEAP Outreach Proj ect, 2003 7. S mall Group Instruction of S ocial S kills  Embed practice opportunities for the social skill you are targeting in the small group activities  Use materials that are motivating  Limit materials LEAP Outreach Proj ect, 2003 Free Play Instruction of S ocial S kills  Involves planning  Have visuals posted that show the skill being targeted where children can see them  Plan activities that require children to share  Game table at center time  Teacher will need to (at least initially) facilitate these activities and the use of the skills LEAP Outreach Proj ect, 2003 12